Visual representation of diversity in online patient education materials for reduction mammaplasty.

Online patient education materials play an important role in plastic surgery, and surgeons should ensure that materials accurately reflect their patient population. This study compared the skin tone of images in online materials from the American Society of Plastic Surgeons (ASPS), academic plastic surgery programs, and private groups to the demographics of the United States (US) reduction mammaplasty population. Images within patient education materials and embedded photo galleries were assessed and skin tones were categorized using the Fitzpatrick Skin Scale (FSS). Two reviewers evaluated 616 images. Scores of 1-3 were categorized as White, while scores of 4-6 were classified as non-White. The proportion of images categorized as White and non-White were compared to the demographics of the reduction mammaplasty population in the US. Of 616 images, 82% were classified as White, while 18% were non-White. This distribution differed significantly from the racial demographic distribution of patients undergoing reduction mammaplasty in the US in 2020, where 48% identified as White and 52% as non-White (p < 0.001). There was also a statistically significant difference in the distribution of FSS scores between the materials from the ASPS, academic programs, and private surgeon groups, with private groups having a lower percentage of non-White images (p = 0.028). These findings suggest that implicit bias may impact the creation of patient education materials for reduction mammaplasty and highlights the need for improvement in distributing patient education materials that accurately represent the diverse reduction mammaplasty population.

Peer-Assisted Learning in a Longitudinal Hybrid Physical Exam Course.

Peer-assisted learning (PAL) improves teaching skills and self-confidence for instructors and creates a supportive learning climate for learners. We developed a PAL hybrid teaching structure for our physical exam course by partnering upper-level peer instructors with faculty co-instructors and evaluated its impact on upper-level student peer instructors and first-year student learners using quantitative and qualitative methods. The PAL component of the hybrid teaching structure was perceived to have important benefits for all and salient limitations for student learners. The hybrid nature of the course provided a unique vantage point for evaluation of PAL and we theorize that faculty co-instructors may balance some of the perceived limitations of PAL.